1. How social support facilitates successful transitioning
Into university
ZHC 1369 – Adapting to University Learning
Ms. Willemien Strydom
Siyabonga Prince Khanyile
27349071

2. Table on contents
CONTENTS
Abstract 3
2.1 Introduction 3
2.2 Literature review 3
2.2.1 Social adjustment 3
2.2.2 Academic support 4
3. Recommendations 5
3.1 Preparation 5
3.2 Asking the right questions 5
3.3 Joining a social club 5
4. Conclusions 6
5. Reference 6

3. How social support facilitates successful
transitioning into university
ABSTRACT
During the overwhelming experience of finishing grade 12. Some sad
and happy leavers succumb to excitement and anxiety as they reach the
last stumbling block of their lives. The pathway from uniform to university
becomes evident when changes in the student become either favourable
or harmful. This transition marks for new beginnings, daunting
challenges, heavy workload and capturing unforgettable experiences. In
order to be successful first year students have to adjust to new models
of learning which entails being dependent learners to becoming
independent and allowing changes to occur and quickly getting used to
them
2.1 INTRODUCTION
The focal point of expression lies beneath the walls of university. This
understood place of different individuals found on sports grounds where
adrenalin rushes are captured during intimate games of rugby and
soccer. Students fill the lecture rooms, while lecturers deliver
educational presentations.Social support provides a successful transition
into university for first years. In this essay will achieve to differentiate two
ways first years may receive support going into the university. Social and
academic support systems which may assist first year students with their
transition into university “students navigate their way through a number
of challenges ranging from changes to social networks to adjusting their
daily routine” (Tao et al.,2000).
2.2 LITERATURE REVIEW
2.2.1 SOCIAL ADJUSTMENT
The campus is the foreground for educational learning where many
students, international and national share knowledge, values, emotions
which is rooted from their background and prior knowledge. Social

4. support is essential because it’s a pillar to social adjustment, navigating
students through the adjustments through the university. Students
achieve this in multiple ways namely; accommodation, friendships and
orientation week. Accommodation is provided to international and
national students, which is a preferential decision based on travel
difficulties. A lot difficult for international students because they find it
challenging having to leave their home country in hopes of making
something of themselves. This is a hard step forward because new
forms of friendships because “students who move away from parents,
siblings and friends can find that isolation is a significant challenge”
Williams, P. & Earl Catherine (2012) and finding that making friends is
the hardest part. In a positive aspect accommodation is seen to be a
breakthrough where many students form friendships with people going
through the same experience that is beneficial to their social life and
experience at varsity
2.2.2 ACADEMIC SUPPORT
Academic transition requires students to adjust to new models of
learning Williams, P. & Earl Catherine (2012). These new models of
learning are acquired when students open up their access to learning.
Lecturers or guidance counsellors provide mentoring and support
initiative Williams, P. & Earl Catherine (2012) who act as strong pillars of
growth and support where students are allowed to acquire knowledge,
ask questions on current and past material on the courses their studying.
The high dependency students hold over lecturers/educators really
builds bond between both parties and students feel more comfortable,
unafraid and social to ask questions freely which may involve intense
interaction and the exchange of knowledgeable background produce the
most in their academics, social life with other people they encounter with.
Urquhart, B. and Pooley, J. discovered that socially supported students
produced the most desirable outcomes in the areas of academic, social,
and emotional adjustment .Additionally, findings suggested that lacking a
supportive social network could severely hinder ones adjustment to
university. Interventions are another attempt to help students with
difficulties into first year, research by Urquhart, B. and Pooley, J. shows
that students involved in an intervention were less likely to report
depressive symptoms, and were less inclined to skip class compared to
students that were in control group.

5. 3. RECOMMENDATIONS
3.1 PREPARATION
In the midst of preparation , this first few weeks are critical for all
students for all students to gather all resources and it is during the time
students should make critical decisions which will benefit the rest of their
weeks in university. Students should establish a “functioning social
network” suggested by Urquhart, B. Pooley, J. as a supportive pillar of
growth when entering the field of independent learning. Preparation
causes and overwhelming experience for students during the first few
weeks because the transition is nothing but an eruptive experience that
leaves students second guessing their role as a learner and goer or
university.
3.2 ASKING THE RIGHT QUESTIONS
Learning roots from being able to ask the right questions, students are
faced with this difficulty to be able to ask the right questions with the idea
of wanting to know something. The ability to know is a knock away from
asking. Students shouldn’t be held back because of wanting to know
something that might change their understanding and change the way
they view things. The more rooted and hungry students are for
knowledge the more they achieve academically in all learning areas
3.3 JOINING A SOCIAL CLUB
Joining a social club is a beneficial factor that sharpens social skills
when interacting with different individuals who have intellectual
differences and active sports personas. The type of social clubs vary
from every university which include gym, soccer, rugby, debating, and
etc. Personally this will groom a student to face challenges, keep them fit,
and engage in intellectual conversations.

6. 4. CONCLUSIONS
This purpose of this report was firstly to iron out the issues faced by
learners and how a grade 12 learner can prevent themselves from
suffering the perceptions of all first years. Support systems are
introduced for the guide, support and advice students that their not alone,
for them to understand many students have faced this ordeal which has
caused many detrimental factors towards their success as a learner.
Choosing the right peers is essential as this can be a form of support
system students usually rely on at some instances, a person who they
feel they can trust and relate to what they’re going through. This
formulates down to the actual core of my report. The fundamental roles
are academic and social support which play pivotal roles in the transition
and transformation of grade 12 leavers into first year students
5. REFERENCE
Urquhart, B. Pooley, J. (2007) “The transition experience of Australian
students to university: the importance of social support”, The Australian
Community Psychologist, 19(2), 78-91.
Urquhart, B. Pooley, J. (2007) “The transition experience of Australian
students to university: the importance of social support”, The Australian
Community Psychologist, 19(2), 78-91.
Urquhart, B. Pooley, J. (2007) “The transition experience of Australian
students to university: the importance of social support”, The Australian
Community Psychologist, 19(2), 78-91.
Williams, P. & Earl Catherine (2012).Social transition. In S. Levy & M.
Treacey. Student Voices in Transition second edition (pp.61-75).Pretoria:
Van Schaik.
Williams, P. & Earl Catherine (2012).Social transition. In S. Levy & M.
Treacey. Student Voices in Transition second edition (pp.61-75).Pretoria:
Van Schaik.